Center High School WASC/CDE Self-Study Report

Center High School3111 Center Court Lane, Antelope, CA 95843

Center Joint Unified School District

DRAFT

SELF-STUDY REPORT

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Center High School WASC/CDE Self-Study Report

2017-2018

Center High School3111 Center Court Lane

Antelope, California 95843(916) 338-6420

www.CenterHigh.org

Center High School AdministrationJerald Ferguson, Principal

Charles Chauvin, Assistant PrincipalShirley McNichols, Assistant Principal

Center Joint Unified School District AdministrationScott Loehr, Superintendent

David Grimes, Director of PersonnelCraig Deason, Assistant Superintendent

Mike Jordan, Director of Curriculum, Instruction and Special Education

Lisa Coronado, Business Manager

Center Joint Unified School District Board of TrusteesKelly KelleyDelrae Pope

Donald WilsonNancy Anderson

Jeremy Hunt

WASC Leadership TeamShirley McNichols, Chair

Curtis HunterKathy SummersDeanna Frazee

WASC Focus Group LeadersJanet BennettLisa Caldwell

Carrie MuldoonSoledad Ramirez

Danielle Stout

Department ChairsHeather WoodsJanet Bennett

Kathy SummersGigi Tree

Matt ChamberlainMichael Wright

Sherry EdgarSoledad Ramirez

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Center High School WASC/CDE Self-Study ReportSusan Radi-Blatnick

FACULTY AND STAFF

Jerald Ferguson, Principal

Charles Chauvin, Assistant Principal and Shirley McNichols, Assistant Principal

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Clopton, AngelaEspinoza, MarkGarcia, RebekahGolik, MarcelinaGonsolin, VivianGriffin, MarcusHarmon, ElizabethHayes, ShirleyLee, JinLeontieff, YelenaLuppino, RoxanneLyons, AnneMaydanovich, AlexMendoza, RoseMiranda, PaulMoe, TracyMorales, MariaMorgan, DeannaMullen, JulieOppici, RenatePacheco, ShawnaPetrovskaya, OlgaPitman, EmmaPollard-Hjelden, JanetPoor, BernadetteRub, AnatoliySchiro, BonnieSedykh, IrinaSmirnov, FedorSmith, Officer JasonTongol, JoaquinTorres, ManuelWhalen, Dr. Joe

Teachers:Alexander, EricaAllain, ChristineAnderson, WaltAsbury, JeffBabakova, InnaBeentjes, ToniaBennett, JanetBisho, VernonCaldwell, LisaChamberlain, MattChaney, AmyChhang, VanrithClark, EricaClements, KristenCollins, KeithCowan, AnneCummings, CathyDavenport, LarryDiaz-Romero, DanielEdgar, SherryFrazee, DeannaGagnon, RayGallagher, JohnGalloway, KristenGeivett, IreneGreen, KeriHannah, JimHaro, EstherHenderson, EmilyHennessy, MariaHeslin, LarryHughey, DougHunter, CurtisJ’Beily, DigolJones, HeatherJope, BrinaKlatt, BenKloczko, SamuelKrasko, Rae

Leino, JeffLobbestael, KevinLoftus, MarkMarquez, PedroMcInnes, RobMuldoon, CarrieMunn, JosephPalmer, MichaelPerez, AlexRadi, SusanRamirez, SoledadRatliff, MikeSeele, TinaShaffer, JenniferStout, DanielleSummers, KathySumner, SherylTowner, JenniferTree, GuyleneWeaver, SandraWilson, JenniferWinborne, JenniferWoods, HeatherWright, MichaelZeissler, Adam

Counselors:Biancalana, KimPerez, AnaRamirez, Dulce

Classified Staff:Aasen, VickiAbdelmalek, NadiaAngeles, TerecitaBerry, MelindaBrady, AshleyBrannon, KevinCarretero, JoeChaney, Deanna

Center High School WASC/CDE Self-Study Report

TABLE OF CONTENTS

PrefaceX

Chapter I: Progress Report X

Chapter II: Student Community Profile and Supporting Data and FindingsX

Chapter III: Self Study FindingsX

Chapter IV: Summary from Analysis of Identified Critical Student Learning NeedsX

Chapter V: Schoolwide Action Plan X

AppendicesX

Self-Study Visiting Committee Report, April 21-24, 2013

CHS Bell Schedule for Visit

CHS Policy Manual

Map of Campus

LCAP

Single Plan for Student Achievement

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Center High School WASC/CDE Self-Study ReportChapter I: Progress Report

Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas for follow up from the last full self-study and mid-term visit

Comment on the original critical areas for follow up not in the current plan

Significant Developments

a. Common Core State Standards Adoptedb. SBAC Testingc. Move to Block Scheduled. Addition of New Elective Coursese. Transition to LCAPf. Teacher and Classified Staff Changesg. New Principalh. Addition of Illuminate Data Systemi. Special Ed Transitioning to Full Inclusion

School Wide Critical Areas for Follow Up

At the conclusion of our last full WASC Committee visit in April of 2013, we were tasked to work to improve in four areas, technology, professional development and collaboration, increasing elective course offerings and data collection and analysis for the purpose of informing instruction. We have made advances in all four of these areas.

During our October 2015 mid-cycle visit, the following were our commendations and recommendations from the visiting committee:

Commendations: Significant improvement in the area of technology. Upgraded hardware and software for all

areas of the school. Upgrades to tech labs. Chrome books available to classrooms via mobile carts. Wi-Fi available throughout the school.

A more structured and purposeful program of professional development for all staff. Collaboration among staff members has increased with development of Professional Learning Communities.

An increase in the number of new elective courses that have been offered in response to student and community need. An increase in the number of AP courses available to students.

A school-wide effort to establish a new daily student schedule (A/B block), that will better meet the needs of all students.

The District adoption of the Illuminate Data System, which will enable the staff to better access student achievement data, and to help them modify and adjust instruction as necessary.

Center High School has continued to develop a respectful and collegial professional climate that is critical for the professional growth of the faculty and staff, as well as the academic and emotional support of its students.

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Center High School WASC/CDE Self-Study ReportRecommendations:

Continue to explore ways to ensure that more students complete the A-G requirements upon graduation through more access to necessary classes, as well as appropriate instructional support for all students.

Continue to explore options to provide all staff with professional development opportunities to learn appropriate teaching and learning strategies that can be used in a 90 minute block schedule.

Continue to provide professional development opportunities for all staff to learn more about using the new technology in their classroom to improve instructional strategies and to enhance student learning experiences.

Continue to explore instructional strategies that promote literacy development throughout all subject areas

Ongoing Follow-Up Process

The Action Plans which were generated from our last full WASC visit in 2013 served as our Single Plan for Student Achievement (SPSA) until the beginning of the 2017-18 school year at which time a new SPSA was developed to integrate with our LCAP. That document is included in the appendix.

Following our mid-cycle visit we continued to work toward meeting our goals on the school-wide critical areas for follow-up, with an emphasis on preparation for instituting a 90 minute block schedule which included providing professional development for teaching on the block schedule and also developing additional elective courses including adding support classes for English at the 10th grade level, increasing math support offerings and increasing ELD support courses. Our WASC Committee met quarterly to review and update progress and all stakeholders were involved in the process through department chair meetings, department meetings, and all staff meetings. We continued to receive parent, student and community feedback through surveys and meetings such as SITE Council, Boosters, Back to School Night and the Elective Fair.

Progress on the critical areas for follow up from the last full self-study and mid-term visit

Action Plan #1: Technology Improvements

April of 2013: The average age of computers on campus was nearly 10 years old. Older machines were having difficulty running software Most classrooms did not have computer projectors Only three Smart Boards on campus Wireless Internet only covered about 40% of the campus Three computer labs but several stations in each lab were not in good working order

Infrastructure and televisions could only handle analog signals

A technology committee was formed which consisted of stakeholders from every discipline as well as classified employees and administration. The technology committee met monthly and their first

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Center High School WASC/CDE Self-Study Reporttask was to complete a campus-wide technology inventory, followed by a needs assessment and a five year plan of prioritized implementation:

The Wi-Fi system was expanded to cover the entire campus Each core academic classroom and most elective classrooms have a projection device and a

document camera or digital tablet to produce visual images for the projection screen Most classrooms have multimedia equipment and a quality sound system The process of upgrading desk top computers to Windows 7 has been completed for all

office staff, counselors, administration, and teachers. Eight Google Chrome Carts which each carry 35 Chrome books. All students now have G Mail accounts and have access to Google Docs Students can access teacher websites and teacher gradebooks for each of their classes

through the Aeries online student database. A Dual Core Vista Machine was donated to the school and has been placed in the library to

use for class and staff meeting presentations. The online anti-plagiarism program, Turnitin.com is available and continues to be utilized

by all teachers in elective as well as core academic classes New copy machines have been installed school wide Technology lead teachers have been hired to help teachers implement technology in their

classrooms, and workshops are being provided to this end Teachers are implanting technology in their lessons The library collection is now online and available 24 hours a day In 2016-17 we transitioned to the Aeries online data base

Some departments have also had additional improvements to their technology which include: Digital Photography classes updated some equipment, including: five Fujifilm Digital

Cameras, five Monopods, a color scanner, and additional memory cards and readers The Engineering class obtained a 3-D printer The Special Education department received new and updated computers so they can run

the SEIS program and networkable printers have been installed in all special education classrooms

70 inch Smart TVs were installed over the summer of 2015. These units interface with the teacher work stations computers, Blue Ray players and document cameras.

English Department computers have been replaced with newer more powerful computers through a donation

The Computer Lab in 905 has a new projector. A teacher station will be installed next Science classrooms #206 and #207 had 16 student computer stations installed, as part of

the PLTW program requirements. These units interface with a variety of probeware for scientific investigations.

The English department purchased document cameras for every English teacher Class advisors and some classroom teachers use the Remind 101 one-way text system

As a result of these improvements and additions our staff and students are better able to access information, more effectively communicate with each other and as a result can better produce quality work.

Action Plan #2: Professional Development & Collaboration Opportunities

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Center High School WASC/CDE Self-Study Report

Center High School staff, administration and district personnel have worked together to improve our practice and offerings in the area of professional development and collaboration. Members from all departments have been involved in meaningful collaboration, improving their communication, and taking advantage of professional development opportunities:

In the fall of 2013 department chairs and site administrators developed training for building Professional Learning Communities using the book, Learning by Doing,by Richard DuFour as a guide

A professional development plan focusing on the transition to Common Core State Standards (CCSS) was developed by the administrative team which included adding professional development mini trainings/lessons which were delivered during staff meetings and department chair meetings

Additional professional development was disseminated through the Sacramento County Office of Education (SCOE) regarding the necessary components needed to transition to the CCSS, such as the Instructional Shifts

The Special Ed department attended a SCOE workshop on how to run an effective IEP Hiring of a special education Program Specialist Some SpEd department members attended an Inclusion Conference, a Google Conference

and a Classroom management Training which focused on being proactive rather than reactive

In the fall of 2013, district curriculum committees were formed for English and math so that teachers across all grade levels could articulate with each other and appropriately scaffold their curriculum

The Math Department attended publisher presentations at the District Office The Math Department attended a workshop series called, “Pathways to Common Core

Mathematics,” led by Patrick Callahan Members of the Math Dept. attended a workshop series entitled, “Hands On Algebra,” which

focused on the Common Core Standards of Mathematical Practice-based and featured performance tasks

Some members of the math department attended a workshop series on Intensive Next Generation Assessments

Math department members attended CPM training, and they continued their training through the school year.

Mathematics teachers, including the special education teacher, all attended Common Core math training

Two math teachers have attended Geometry in Construction training in Colorado during the past two summers

English teachers attended collaboration days at the district for developing common core aligned assignments

Two social studies teachers attended Flipped Classroom training Several social studies teachers attended the AP Economics Institute: Holocaust Educators

Network Teacher Training, Mobile Devices in the Classroom Training, Google for Education Training, New Surface Pro 3, IPad Air and Apple TV Training.

The science department chair continued his collaborative summer work with the College Board, serving as a reader for the AP Biology exams

AVID teachers have attended workshops and the AVID Summer Institute.

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Center High School WASC/CDE Self-Study Report Three teachers attended the eleven day Project Lead the Way (PTLW) Core Training

Institutes, and two of these teachers also attended a health careers workshop. AP teachers routinely attend the AP Summer Institute training The Digital Photography Teacher took an online class from IPhotography. She also attended

a CTE Model Curriculum Standards Workshop and the Educating for Careers Conference in Sacramento.

The ELD Coordinator presented ELD information at a staff meeting which included the topics EL basics, English learner program and support, when and how much EL support a student should have, Reclassification, and coming changes to ELD.

Administrators completed a two year series of workshops with Dr. Alexander Platt which focused on strengthening teacher evaluation

Administrators take part in different department meetings every few weeks and also sometimes conduct classroom visits and observations together

We believe that our PLCs are now fully developed and are functioning effectively, but we continue to work on nurturing and fine tuning our professional learning communities and we also look forward to being able to more effectively utilize assessment data to inform our instruction with the Illuminate Data and Analysis program. Meanwhile, teachers are encouraged to visit other classrooms and observe peers from their departments or other departments and they are also encouraged to engage students in cross discipline assignments. We believe that time spent collaborating on common assessments, attending workshops on Common Core State Standards, then collaborating to align the curriculum to the standards has helped our PLCs become more than just social groups. Hard copies of department collaboration notes are kept in a notebook in Mr. Ferguson’s office, should you wish to review them.

Action Plan #3: Need for More Electives

During our last WASC visit, our lack of rigorous elective opportunities was noted, and the goal of improving and expanding our elective offerings became part of our action plan.

An Electives Committee was formed which consisting of certificated, classified personnel, students and administrators. The committee developed surveys for staff, students and parents with the goal of creating new elective courses which would be of high interest. Once the results of the surveys was determined, administration sought outside funding support from SCOE, Perkins and NextEd funding sources, as well as district support, particularly in regard to making improvements to the site infrastructure in order to accommodate new courses such as Geometry in Construction and some of our media courses.

Our efforts to add more electives to our schedule brought another issue to the forefront; the number of teachers we had available, plus the six period day traditional schedule that we were using did not give us many options regarding adding additional classes. We had added both zero and seventh period classes, but those options did not work for students who were involved in after school activities, or who did not have early morning transportation. Also we found that staggering teachers’ schedules so that they could either teach a zero or seventh period class, really didn’t allow for more sections, as each teacher continued to teach five classes regardless of when his or her day began or ended. Additionally, though it didn’t typically involve elective courses, summer school had

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Center High School WASC/CDE Self-Study Reportbecome a resource we could no longer rely on for remediating failed courses and the fact that credit recovery courses which are delivered through online resources do not meet the needs for all students, finding a way to remediate students who have failed classes in order for them to graduate in four years was becoming something of a challenge. We decided to explore the idea of an eight period block schedule which would help resolve these issues.

We formed a Block Scheduling Committee made up of certificated and classified staff, and administration. The committee met monthly and the meetings were open to all staff. Committee members researched different schedule configurations and concluded that the eight period AB schedule would best fit the needs of our students and staff. The school board approved the decision to adopt an eight period AB Block Schedule beginning with the 2016-17 school year. Each teacher added another section to their teaching schedule. Several new courses have been added to the course catalog and many have already been approved for A-G by the College Board. The new courses include:

Academic Decathlon Advanced Baseball and Softball Advanced Soccer Advanced Volleyball Business Management and Leadership Business Management Leadership Cougar Core Fitness Creative Writing Empowering Entrepreneurs  Empowering Entrepreneurship Freshman Seminar Geometry in Construction Government now a year-long course Human Body Systems Music Today Sports and Entertainment Marketing Sports Video Production Strictly Games Technical Writing Virtual Enterprise

With the transition to the block schedule, beginning with the class of 2020 graduation requirements increased from 230 credits to 260 credits needed for graduation. This increase includes a required third year of math. To this end we are continuing to explore more math electives.

Our students now have many more elective courses to choose from and we have also increased academic offerings through adding additional CTE offerings including adding the PLTW BioMedical pathway since the last full WASC visit.

Action Plan #4: Developing a Systematic Method of Reviewing Data

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Center High School WASC/CDE Self-Study ReportFollowing our last full WASC visit we established a Site Data Committee to coordinate and monitor the progress of the action plan. This committee was made up of certificated teachers, classified staff and administrators. The committee felt it was important to review the scope and sequence in the various areas of study, and while doing so to create common assessments in every academic core area. The English and math departments began this work immediately. As of now all core academic areas have developed quarterly common assessments but the departments continue to add to this work.

The English department has sought to improve their data collection and distribution methods through adoption of new common rubrics for District Writing Focus. They also administer Degrees of Reading Power tests, and they use Essay Scorer software. At the beginning of each year English teachers share a Google spreadsheet with teachers in other disciplines showing District Writing Assessment (DWF ) and Degrees of Reading Power (DRP) scores for all students. English teachers have attended SBAC training and have adopted the Common Core State Standards writing rubrics.

The math department’s PLCs, which are by course, administer common unit tests and final exams and they collaborate to standardize grading. Common assessment data is collected and analyzed within each PLC.

The leadership team has scheduled time for teachers to analyze data and adjust instruction accordingly. They have further supported collaboration time to share ideas, or training in new strategies through supporting attendance at workshops, increased cross-curricular collaboration, and the implementation of the use of the Academic Improvement Measure (AIM) document to guide and document collaboration towards reaching common assignment and common assessment goals.

In the 2015-16 school year our district contracted with the Illuminate Data and Analysis System. Prior to this, we did not have a reliable method for examining or disaggregating assessment data. Currently selected staff members have been trained on using the program, but some teaching and administrative staff have yet to receive training. When fully implemented the Illuminate program will allow us to get instant formative feedback that teachers can use for grouping students, responding to Intervention, determining pacing and planning lessons. Teachers will be able to link assessments and assignments to standards and more effectively determine which lessons are successful. We believe it has the potential for being a tool that teachers can use to judge mastery of concepts immediately after teaching a lesson. Teachers will be able to see which standards and/or strands or clusters individual students need more support in mastering and then individualize instruction and assignments based on data-informed needs.

Critical Areas Not Currently Addressed in the Action PlanThe mid-term visit committee members made four recommendations for follow up, the first three of which fit into the work we were already doing to meet our goals from the previous full visit. The exception was the fourth recommendation to, “Continue to explore instructional strategies that promote literacy development throughout all subject areas.” Our focus on literacy has been more ofa concerted effort through our language arts classes, though the CCSS math does focus far more on literacy than they did prior to the adoption of CCSS. Our reading scores on standardized tests continue to show improvement annually, but given our most recent writing scores we will be directing more energy toward improved literacy across all disciplines.

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Center High School WASC/CDE Self-Study Report California School Dashboard – Student Group Report

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Center High School WASC/CDE Self-Study ReportChapter II: Student/Community Profile and Supporting Data and Findings

History & BackgroundThe Center Joint Unified School District, established in 1858, is one of the oldest districts in California. The name of the district was originally chosen because the district was located between the “gold fields” and the City of Sacramento in the “center” of the area. The district serves the Antelope, Roseville, Elverta and Rio Linda communities in northern Sacramento County and Placer County. Center High School formerly primarily served the families of the McClellan Air Force Base until its closure in 2001. Up until the last twenty years, the district consisted of mainly farm and grazing land and is still 80% undeveloped. Elverta and much of Rio Linda remain rural to semi-rural. Over the past decade and a half student demographics have changed considerably as the student population has become very diverse, and the free/reduced lunch and homeless rates have risen dramatically.

Number of Students on Free and Reduced Lunch

The two largest employers in the Center Joint Unified School District are Wal-Mart and the Center Joint Unified School District. The vast majority of families must commute to Roseville or Sacramento for employment and even then have difficulty obtaining employment at a working wage which is evidenced by the high free and reduced lunch rate of 62% in the Center Joint Unified School District.

CHS was impacted by the opening of Antelope High School in 2008 which affected some of Center High School’s ability to fund programs and staff. Antelope High School is located approximately three miles from Center High School and is part of the Roseville Joint Union High School District. Since Antelope High School is both a newer facility and actually closer to the homes of many Center High School students, many CHS students opted to attend Antelope High School. Students also were choosing to attend Antelope High School for the Project Lead the Way Programs in Bio Medical Sciences and Engineering. Center High School added these two programs in the 2012-2013 school year and our district is no longer signing transfers without the existence of a program not offered within the students’ home district. Center High School now routinely denies inter-district transfers and has worked hard to bring programs such as Project Lead the Way to the CHS campus in an effort to curb declining enrollment.

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Center High School WASC/CDE Self-Study ReportOver the past few years our student population has held fairly steady with slight growth since the 2014-15 school year. Fortunately, the population is expected to triple in the next twenty years. Large new developments have cleared the initial building permit phase, and the first phase is already sold out on the closest new subdivision. Streets are being widened and paved to prepare for this growth. Also in 2008, the community passed a 250 million dollar school bond to build new schools and renovate older ones in anticipation of the impending growth. Center High School has begun to see benefit from this school bond through facilities modernization projects.

A new principal, Jerald Ferguson, and a new assistant principal, Chuck Chauvin, have come on board since our last full WASC visit. The former principal, Mike Jordan, who had been in the position since 2009, left the school site to take a district position at the beginning of the 2017-18 school year. Also, since our last full WASC visit we have adopted an A-B block schedule and added several teaching positions. With some staff retirements over the last few years we have over 20 new staff members on campus which means nearly one third of our teaching staff is new. We created the position, Intervention Teacher, and hired one of our teaching staff to oversee the Student Study Team process. Part of this position includes following up with students who have been through SSTs, and also keeping tabs on those students who have aged out of the Success and CARE Programs. This teacher meets weekly with counselors and assistant principals at the Student Guidance Meeting.

There have been changes to some of the structures and office locations since the last WASC visit. The main office got a “facelift” with new paint and new furnishings. Some of the furniture items were built by district staff or donated by local businesses. Both assistant principals have moved to the former counseling center and that section of the building has been renamed the Student Center. Counselors, assistant principals, the intervention teacher, and the district psychologists meet weekly in the Student Center for student guidance meetings to discuss students who are struggling

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Center High School WASC/CDE Self-Study Reportemotionally or academically and brainstorm interventions. Communication between counselors and administrators regarding their mutual students has become more efficient and more effective.

The College and Career Center has also moved and is now housed in the library. This has given students who visit the College and Career Center more access to computers and other library resources and the College and Career Center Coordinator and the Librarian are able to support each other’s programs.

The weight room has been completely revamped, making it a safer, more comfortable resource. The auto shop has been dismantled and refurbished to house the new Geometry in Construction course and three of the Media and Communications Academy classrooms have just gone through a significant furniture and flooring upgrade. All three rooms have been fitted with Techline Studio desks, cabinets and student workstations. 32 new iMac computers have been purchased and installed and software on over 40 of the older computers has been restored. The computer labs are now equipped with the current software and each computer is fully operational.

The video and audio systems in the CHS Theater and Media Communications Academy (MCA) Video lab were upgraded during the summer of 2016. These new electronic components greatly enhance the ability to provide video to the school, each of the schools in the district, the theater, the school board meeting room and other remote locations. Students have a very high quality learning experience as they use these tools to develop twenty-first century skills. The MCA video lab was upgraded to high definition video components and digitally distributed audio. Modernized equipment will continue to prepare students for success in the field of media and communications for years to come.

The impact of these changes has been positive for the school, leading to better use of our facilities and better communication between staff members and also between staff and students.

The business community in Antelope has been a tremendous asset to the success of the school. Many businesses contribute monetarily by purchasing advertisements and banners visible in school publications, in the stadium, and in the gym. Others, such as Umpqua Bank, provide scholarships, donations, and managerial expertise. The local Goodwill Industries store has partnered with the Center High School “WorkAbility Program” to provide job training for special education students. Some students in resource classes and special day classes are selected to receive job training after school and on weekends. Students in the Independent Living Skills and Autism classes work at Goodwill two days per week, and their wages are provided through the Workability grant. The Workability Program is partnering with the Department of Rehabilitation to provide additional comprehensive job-placement/job-preparation services to Workability students who apply to participate in the Transition Partnership Program (TPP).

Mission Statement, Motto, Core Values

Mission StatementThe mission of Center High School is to guide and encourage each student to reach his or her

unique potential as a productive, respectful, and responsible member of a multiethnic community.

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Center High School WASC/CDE Self-Study Report

Motto“Home of Scholars and Champions”

Core ValuesIntegrity

SafetyResponsibility

Academic AchievementRespect

CommunityRelevance

Center High SchoolSchoolwide Learning Objectives

Self-Directed Learner Develops and pursues personal, academic, and career goals Accepts responsibility for one’s own learning Seeks and evaluates information effectively

Critical Thinker

Effectively identifies, organizes, and analyzes problems Selects appropriate strategies and technologies to demonstrate understanding

Effective Communicator

Demonstrates effective communication using a variety of appropriate methods: speaking, media, arts, reading, technology, listening, and writing

Quality Producer

Plans to create a product that meets or exceeds established standards Constructs, evaluates, and revises a product using available technology Presents a product that reflects the standards and goals Works collaboratively when appropriate

Responsible Citizen

Follows all rules: school, society, and community Participates in community service Respects the differences of others Demonstrates honesty, integrity, and respect

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Center High School WASC/CDE Self-Study ReportPrograms

Center High School is the only fully comprehensive four-year high school in the Center Joint Unified School District and has been at the current site since 1984. The modernization of buildings serving the departments of science, social studies, math, music, performing arts, English, ASB, library, counseling, college and career, dance and athletics was completed in 1999. A football/soccer stadium complex was completed in 2009, and the baseball field was modernized in 2011. During the summer of 2015 three of the Media and Communications classrooms received new carpet and paint as well as some new furniture. There were also infrastructure updates and some new technology hardware including short throw projectors. The theater was updated during the summer of 2016, along with the closed circuit television studio. The theater and CCTV studio are now integrated and programs or meetings held in the theater can be broadcast to other sites in the district.

Students through the class of 2019 are required to complete 230 credits for graduation. Beginning with the class of 2020, students will be required to complete 260 credits because of programmatic changes to the block schedule which affords more classes and more opportunities to take elective classes.

In addition to college preparatory offerings and AP classes, the curriculum at Center High School is enhanced by the following programs: AVID, ROP, Media Communications Academy (MCA), Sports Video Broadcasting, Project Lead the Way (PLTW), Bio-Medical Sciences and Engineering Programs, Pharmacy Technician Program, Geometry in Construction Program, and a 911 Dispatcher/Call Center and Customer Service Program. Beginning in the spring semester of the 2017-18 school year CHS will be working with Sierra College offering one dual enrolment Consumer Finance course. Multiple courses will be available to seniors during the 2018-19 school year and all seniors will be enrolled in dual enrolment Consumer Finance courses beginning with the 2019-2020 school year.

Language Proficiency - Migrant Education

Center High School has 102 English Learner students as identified through Home Language Surveys at initial enrollment into the district as well as the most recent CELDT scores. The most frequently cited languages spoken at home are Russian or Ukrainian. Other languages represented include Spanish and Punjabi. English Learner students participate in EL tutorial and designated English courses. In the 2014-15 school year a Long Term English Learner class was added (LTEL) for 9th grade students who have been in the US most of their lives, but still have not reclassified. In 2015-16 an LTEL Support class for students in grades 10 through 12 was added. In addition, Center High School employs Instructional Aides that are bilingual so that students and parents can have written and oral translation when appropriate. EL students also receive instruction in all classes utilizing SDAIE strategies. Teachers in the CJUSD are required to possess certification in SDAIE, CLAD or CTEL. The largest population of English Learners at CHS is in the re-designated category (301 students). All EL students are encouraged to take a-g courses and participate in all extra-curricular, leadership, and athletic opportunities available at CHS.

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Center High School WASC/CDE Self-Study ReportSpecial Education

CHS also serves 199 special education students throughout the school year. The special education population is divided between RSP, SDC, ILS and Autism classes. The Autism Program at CHS is widely touted throughout the County and receives students from other districts as far away as Natomas. The RSP and SDC students are taught utilizing both sheltered courses and through inclusion in regular education courses with instructional aides. In addition, special education students have the option of participating in a Study Skills course or Math Lab to assist in all subject areas and support the general education math class. The Center Joint Unified School District has a contract through the California Department of Rehabilitation which provides additional transition services for special education students through Transition Partnership Program (TPP). This TPP contract was obtained by Workability staff, and it provides one Job Skills class. The Workability Program provides a worksite opportunity for both Independent Living Skills (ILS) and students in the Autism class to work two hours per week at the local Goodwill store. The Goodwill store also serves as a non-paid training site for some CHS special-needs students who would like to complete community service hours.

Student Enrollment by Ethnicity:

16% - African-American 2% - Amer. Indian or Alaskan Native 7% - Asian 5% - Filipino 18% - Hispanic or Latino 1% - Pacific Islander 48% - Caucasian 3% - Multi-Racial

Advanced Placement and Honors Courses

In November 2012, the College Board announced that Center High School was awarded the distinction of being an AP Honor Roll School. The award was based on the following criteria:

1. Increased AP participation by 11%.  2. Maintained or increased the number of African American, Hispanic/Latino and American

Indian/Alaskan students taking the AP exam.  3. Maintained or improved performance levels of those scoring a 3 or higher.

To put this award in perspective, of the 1,037 districts in California, only 21 earned the honor. On a national level, only 537 districts earned the honor out of over 14,000. CHS is very proud of this accomplishment and continues to work with the College Board through the CAPE Program to increase the number of AP offerings. Currently we offer the following AP Courses:

AP Computer Science Principles AP English Language and Composition AP English Literature and Composition

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Center High School WASC/CDE Self-Study Report AP Spanish Language and Culture AP Calculus A/B AP Statistics AP Biology (AP Bio Lab) AP US History AP US Government and Politics – United States AP Economics AP Psychology

In addition to the above listed AP courses, CHS also offers the following honors courses

Honors Modern World History Honors English 9 Honors English 10 Honors Integrated High School Math II Honors Integrated High School Math III

School Performance Indicators

Student Achievement - Student Performance Data

In November of 2016, Center High School was recognized as a STAR School on the 2015 California Honor Roll. This award was based on test scores as interpreted by the Educational Results Partnership. In order to be recognized schools must be outperforming other schools in closing the achievement gap.

The California Standardized testing and Reporting Program (STAR) was last administered in the 2012-13 school year. CHS and other district students have participated in CAASP testing since the 2013-14 school year. Early test results were not released.

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Center High School WASC/CDE Self-Study Report

Conclusions based on this data:More than 65% of students were at or exceeding standards on the overall scores, however, while students have been, on average, improving in many areas one area that Center High School needs to focus on is producing clear and purposeful writing.

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Center High School WASC/CDE Self-Study Report

Conclusions based on this data:

A large number of students are continuing to perform below standard, especially in the area of concepts and procedures. Over the past three years the number has been increasing.

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Center High School WASC/CDE Self-Study ReportSAT Scores 2015-16

SAT Scores 2014-15

SAT Scores 2013-14

ACT Scores 2015-16

ACT Scores 2014-15

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Center High School WASC/CDE Self-Study ReportACT Scores 2013-14

Conclusions based on this data:

CHS students have continued to trend upward in achievement on both SAT and ACT tests

Academic Performance Index (API) Report (Most Recent)

3 - Year Average API School Report

Groups

Number of StudentsIncludedin 2011Growth

API

2011Growth

API

Number of StudentsIncludedin 2012Growth

API

2012Growt

hAPI

Number of

StudentsIncludedin 2013Growth

API

2013Growth

API

Non-Weighted

3-YearAverage

API*

Weighted3-Year

AverageAPI*

Schoolwide 946 777 896 783 960 778 779 779

Black or African American 149 690 135 729 127 724 714 713

American Indian or Alaska Native 7   8   14 769    

Asian 75 812 69 816 69 806 811 811

Filipino 38 806 48 839 36 855 833 833

Hispanic or Latino 172 752 171 742 219 734 743 742

Native Hawaiian or Pacific Islander 20 740 16 762 16 715 739 739

White 480 805 426 808 458 807 807 807

Two or More Races 3   9   21 734    

Socioeconomically Disadvantaged 450 735 423 757 557 753 748 749

English Learners 40 616 145 714 142 686 672 690

Students with Disabilities 118 579 128 540 147 518 546 543

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Center High School WASC/CDE Self-Study Report

Graduates and Grads Meeting UC-CSU Requirements

# of Graduates Grads with UC/CSU Required Courses

2015-16 268 59 (22%)

2014-15 273 63 (23.1%)

2013-14 305 63 (20.7%)

Career-Technical Education Programs

Center High School offers the following career technical education programs as elective courses:

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Center High School WASC/CDE Self-Study ReportLanguages of English Learners

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Center High School WASC/CDE Self-Study Report

Conclusions based on this data:The majority of EL/LTEL students (84%) are functioning at the Early Advanced or Intermediate levels. EL students represent 6% of the overall school population. A majority of students are functioning at the Intermediate or Early Advanced levels except for seniors during the 15-16 school year who were functioning at lower levels. EL students represent 6% of the overall school population.

Students with AP Scores of 3 or Higher

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Center High School WASC/CDE Self-Study Report

Student Engagement

AttendanceAverage Daily Attendance percentages have remained consistent at around 96% for the past several years. Efforts are made to increase attendance by utilizing an auto-dialer home message service when students are absent as well as utilizing the Student Attendance Review Board (SARB) and the School Resource Officer for extreme attendance issues.

Average Daily Attendance

2015-16 2016-17 2017-18

ADA Percent (%) 96% 95.78% 96%

Center High School Dropout Rates

Class of # of Students # of Graduates # of Dropouts Dropout Rate2015-16 290 265 12 4.12014-15 292 269 21 7.22013-14 318 300 12 3.8

CHS has developed classes and resources to support increasing the graduation rate. A Success Strategies course was implemented for freshman students entering CHS with multiple “F” grades. The course focuses on study skills and school connectedness. In the 2013-14 school year we began working in conjunction with the Sacramento County Office of Education to offer the CARE Program for twenty-two (22) 9th grade students. These freshmen students have the same teacher for four classes including English, math, science and a study/homework period. They have physical education and other electives with all other freshmen students. The theory is that if students have a successful first year in high school they are considerably more likely to graduate on time from their comprehensive high school. The students from the first CARE class we offered in the 2013-14

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Center High School WASC/CDE Self-Study Reportschool year graduated in 2017! Not all of our original 22 CARE students stayed with us for all four years, but those who did all graduated. Starting in the 2016-17 school year we added a CARE Tutorial class for “alumni” of the 9th grade program so former CARE students could continue to have contact with the CARE teacher who works with them during the tutorial class on academics and other strategies for success.

Graduation Rate

Year %

2013-14 94.3

2014-15 92.1

2015-16 92.6

2016-17 92.1

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Center High School WASC/CDE Self-Study ReportCalifornia School Dashboard Graduation Rates Report Continued

School Climate

Suspension/Expulsion Rates

Year# of

Students Suspensions Expulsions

2013-14 1,433 46 02014-15 1,344 73 02015-16 1,410 80 62016-17 1,409 99 4

CDE - DataQuest

School Safety PlanThe Center High School Site Safety Plan is reviewed and updated on a yearly basis. Components of the plan include child abuse reporting procedures, disaster response processes and procedures, sexual harassment policy, as well as goals for improving both the safety of the school and overall school climate. The latest plan was reviewed, updated, and discussed with school staff in December of 2016.

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Center High School WASC/CDE Self-Study Report

Center High School Offers the following programs and services:

Parent Involvement

Parents and other stakeholders have the opportunity to participate in Center High School through organizations such as:

● Center High School Boosters’ Club ● SITE Council● CTE Advisory Council● AVID Advisory Council● MCA Advisory Council● Migrant Education Advisory Council● Superintendent’s Advisory Council● English Learner Advisory Council● Various Athletic Booster Clubs

The education data for parents of Center High School students is as follows: ● 8% - Not a High School Graduate   ● 23% - High School Graduate   ● 36% - Some College   ● 26% - College Graduate    ● 5% - Grad School/post grad training    ● 2% - Declined to state/unknown    

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Center High School WASC/CDE Self-Study ReportBasic Services

Teachers 2015-16 2016-17 2017-18With Full Credential 59 63 65Without Full Credential 0 0 0Teaching outside Subject Area 0 0 0

Misassignment EL Teachers 0 0 0

Total Teacher Misassignment 0 0 0

Vacant Teacher Positions 0 0 1

Support Staff 2015-16 2016-17 2017-18

Classified Staff 47 47 47

Counselors 3 3 3

Psychologist .8 .8 .8

Instructional Materials Aligned to the Standards

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Center High School WASC/CDE Self-Study Report

History-Social Science EMC Publishing, Economics: New Ways of Thinking, 2006

Holt McDougal, Modern World History: Patterns of Interaction, 2006

Houghton Mifflin, US History – The American Pageant, 2006

McDougall Littell, The American Reconstruction to the 21st Century, 2006

Pearson Prentiss Hall, Magruder’s American Government, 2006

Holt McDougall, Psychology – Principles in Practice, 2010

Yes 0

Science Laboratory Equipment (Grades 9 – 12)

Science Laboratory Equipment Yes 0

School Facilities: Safety Conditions, Cleanliness and Adequacy

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Center High School WASC/CDE Self-Study Report

Implementation of State StandardsSince the adoption of the Common Core State Standards (CCSS) in 2010, Center High School, along with the other schools in the district began an alignment to the standards through professional development, acquisition of aligned materials, collaboration among teachers, communication with parents and community members through surveys and meetings, and development of curricular and assessment materials aligned to the CCSS for all students including English Learners.

Our PLCs have emerged and developed into well-organized teams who have worked together to create common assessments and to use the data these assessments provide to inform their instruction. PLCs have developed common curriculum and common course syllabi. Collaboration has also extended across disciplines and there has been some articulation between the high school and middle school between teachers of like subjects, and also between support staff including counselors, school psychologists and administrators. We have also developed a positive rapport with the continuation school, making it easier for students to move between programs when appropriate.

Course AccessEach year students meet with their counselors to update their four year plans. During this meeting each student receives a copy of the Center High School Course Catalog which serves as an educational tool to assist students and parents in making informed decisions in order to prepare students for successful academic achievement through high school. Counselors advise

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Center High School WASC/CDE Self-Study Reportstudents and parents regarding course selection and college-career preparation. Honors and Advanced Placement courses are open to all students interested in challenging themselves. In addition, the College and Career Center serves as a resource for students exploring post high school education and employment opportunities.

SummaryThe perceptual data generally indicates that center High School is considered to be a safe campus overall. Additionally, the implementation of the block schedule in the 2016-17 school year has been well received by most with reservations on the part of some parents of special education students. Our district has begun the implementation of Positive Behavior Intervention Strategies (PBIS), though CHS is still in the preliminary stages of preparation to use the program but we envision using the system to support a positive school climate and culture and to increase student engagement.

Center High School has continued to increase AP offerings and the data shows that the percentage of CHS students scoring 3 and higher on AP exams has been trending up over the last several years from 61.9% in 2013 to 74.3 % in 2017 which is 12% higher than the 2017 statewide average of 62.3%. We plan to continue to increase AP and honors course offerings along with the number of students taking advantage of these courses with an additional goal of increasing participation by students in subgroups.

While we have done well increasing our AP offerings we do see a need to also increase the number of students interested, engaged and enrolled in CTE courses.

Academic performance on the SBAC tests indicates that our students are making appropriate gains in English Language Arts with the exception of the area of writing. The data indicates that writing is an area we need to address more significantly. To help support students develop writing skills, along with other essential literacy skills we have added both 9th and 10th grade English lab classes. Likewise, our SBAC mathematics scores show our students are not fully grasping the more recent common core integrated math concepts and procedures. The challenge of seeking ways to increase our students’ performance in math has led to the implementation of intervention classes in the form of math labs. These labs support the Intro to Integrated Math course as well as the Integrated Math 1 course. We are looking to increase and improve student achievement on CCSS through a multi-tiered system of supports and increased use of technology to improve student access to standards based curriculum.

Our UC/CSU readiness has hovered between 20-23 % over the past few years. We are seeking ways to increase the number of students, especially subgroups, who are prepared to apply to four year colleges directly from CHS.

Though we now have access to the Illuminate data system, and we are using the program to analyze common assessments as well as generate additional assessments, we still believe there is room to improve in using data to inform instruction. Some departments are using data analysis to inform instruction far better and more frequently than others.

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